Understanding Student-Teacher Emotions in Language Education: An Extramural English Intervention

Abstract

Emotions play a critical role in language education, influencing both student engagement and teaching efficacy. The emotions of the student and teacher, as well as the emotional dynamics between them, are critical in bringing learning outcomes, particularly in an L2 situation. This study investigates the efficiency of a teacher-assisted extramural English (EE) course in creating a positive emotional environment for the students, by exploring the affective factors contributing to this and the emotional dynamics between students and teachers. The researcher conducted a five-week EE course on postgraduate students and used qualitative analysis to evaluate the course effects on students’ emotions using NVivo software, and a mixed analysis for language skills. Data were collected using teacher observation, student feedback and student interviews conducted at the end of the course. The results highlighted two themes emphasising the emotional and relational aspects of the course and the affective impact of the course design and pedagogy on the students. The study shows how positive emotional interactions between students and teachers foster L2 learning and other learner variables. The findings demonstrate that language learning is not just a cognitive factor but is deeply interlinked with affective factors.